14 communicate their thoughts and feelings, to participate in the society, even to
make informed decision about personal and social issues and to discover and use their analytical and imaginative capacities. Meanwhile, Junior High School
students are expected to achieve informational level, because they are prepared for taking higher education. Epistemic level is considered too demanding for Senior
High School students because in Indonesia, English functions as a foreign language.
School-based Curriculum also deals with the four language skills, such as; listening, speaking, reading, and writing. Dealing with Balitbang Badan
Penelitian dan Pengembangan, the researcher attempts to resume the elaboration about the standard of material competence in the School-based Curriculum. The
standard of material competences are 1 in listening the students are able to percept various meaning interpersonal, ideational, textual in the oral text which
has communicative goal, structural text, and certain linguistics features, 2 in speaking students are able to express various meaning interpersonal, ideational,
textual in the oral text which has communicative goal, structural text, and certain linguistics features, 3 in reading students are able to understand various meaning
interpersonal, ideational, textual in the oral text which has communicative goal, structural text, and certain linguistics features, and 4 in writing students are able
to express various meaning interpersonal, ideational, textual in the oral text which has communicative goal, structural text, and certain linguistics features.
Besides, there are some objectives of teaching English for Junior High School. English lesson in Junior High School has some purposes for the students.
15 They are, 1 to develop the ability in communication well both oral and written
listening, speaking, reading, and writing, 2 to realize about the importance of English language as one of foreign language to become primarily learning kits, 3
to develop the understanding of learners about the relationship between language and culture and also extend cultural firmament.
School Based Curriculum is the curriculum that focuses on certain competence. It focused on standard competence and basic competence. In 2006
curriculum every teacher has to develop the lesson plan by themselves but they are still consistent with the syllabus. In the school-based curriculum there are also
language skills that will be developed. They consist of eleven indicators suggested by school-based curriculum of English in listening and speaking skill. Then there
are three indicators suggested by this curriculum of English reading and writing skill.
2. Instructional Material
By using instructional materials in teaching and learning process is very important aspect support activity in the class. Instructional material is the key
component in most language program Richards, 2001: 251. Instructional material can help students in teaching and learning process. It also helps the
teachers to create ideas on how to arrange good lesson material. The teachers have a policy to choose the material which is used in teaching and learning process
because there are many available materials. For examples, textbook, commercial materials, or sometimes the teachers can create new material and they can use it in
16 the teaching and learning process. There are many kinds of instructional
materials. Richards 2002 classified material based on its form and based on its origin. They are, 1 printed material such as workbook, textbook, worksheet, 2
non print material such as cassette, CD, VCD, computer based material, 3 material that comprises both print and non-print sources such as: self-access
material from internet, 4 free material such as magazine, newspaper and TV material.
Many teachers use instructional material as their primary teaching resources. It gives content for the lesson, the balanced skill taught, language
practice for the students as well as supplement for the teachers. Learners may take more benefit from material since they can use it for learning practice apart from
the teachers. Instructional material in a language program is significant in language curriculum development Richards, 2001: 252.
Donovan in Tomlinson 1998 affirms that materials should have a high degree of regularity in unit design, content, task type, etc. Therefore, the good and
appropriate materials should have effective language teaching materials. Then, Richards and Renandya 2002 add a number of roles and characteristics of
effective language teaching materials as follows: 1 Language is functional and must be contextualized; 2 Language development requires learner
s’ engagement in purposeful use of language, 3 The language used should be realistic and
authentic, 4 Classroom materials will usually seek to include an audiovisual component, 5 Learners need to develop the ability to deal with written as well as
spoken genres, 6 Effective teaching materials foster learner autonomy, 7 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17 Materials need to be flexible enough to carter to individual and contextual
differences, and 8 Learning needs to engage learners both affectively and cognitively.
In Indonesia, most of instructional materials especially English instructional material is published in the form of textbook which is used at school
only, starting from elementary school level to senior high school level. Normally, instructional material is not only textbook but also audio. However, the audio is
usually accessible only by teachers and the students do not have experiences of that. Moreover, all of the materials are good. It depends on the teacher to choose
the best materials that can help them in the process of teaching and learning.
3. Workbook
Books give contribution in the teaching and learning process in the class. According to Sheldon 1998, there are three reasons why the teachers use books
in the class. The first reason is the teachers face some difficulties in developing their own materials for the students in the class. Second is the teachers have
limited time if they develop the materials by themselves. Then the last, it is because of many external pressures that can disturb the teachers.
Besides, there is still another reason why the teachers need to use book. The teachers do not have enough experiences in using books in the class Ansary,
2002. In this case, the book means the guidance, help, and saves. The use of teaching media like books, it does not only give benefits for the teachers but also
18 the students. Therefore, the lesson materials can be delivered in a good sequence
by the teacher and the students can get the point well. In order to reach the goal of study in the teaching and learning English,
some schools may need to use supporting media. For example is workbook. According to Suwandi 2010, workbook is a book that contain of many exercises
which is used by the teacher to teach the students and this book is designed as a supplementary book. Then, Supriadi 2001 states that workbook is a book that is
published by private publisher and it is used by the students because of the school’s choice; the goal of this book is to support textbook. Besides, the use of
workbook itself is expected to maximize the process of teaching and learning English. Beeby 1982 suggests that the school should not only use textbook if the
students are taught to develop their way of thinking. It is better using textbook because it is important, but it is not enough. Therefore, workbook becomes one of
the optional materials because in using workbook in the process of teaching and learning will help the students to get deep understanding about the lesson
materials. Moreover, it also helps the students to practice their English skill by doing the exercises in the workbook. This book is also affordable and easy to be
found because it is widely published in many bookstores. As stated before, the use of workbook can help the students understand
and practice the English skill independently. Although school is a place where the students can get knowledge, workbook is the teaching media which can be used
even them at home. Therefore, the students still learn about lesson materials although they are not in the school. It is also supported by the fact that workbook
19 provides many assignments and exercises that can be used by the students to recall
their memory toward the lesson materials when they are studying in the class. Devi 2009 states that workbook is the collection of many sheets contains a lot of
exercises that can be done by the learners. Usually, workbook is also being completed with the summary of the lesson materials and the instruction about how
to do the exercise provided. Based on
Agni’s opinion 2014 in her research, there are some functions of using media in the process of teaching and learning. They are; 1 it helps to
improve students’ motivation, 2 it helps the teacher to give clear information to the students about the lesson materials, 3 the students will have the experience
of learning and directly involve in the learning process. Then, it makes what they have acquired will be saved in their long-term memory, 4 i
t may attract student’s attention in the learning process.
Besides, workbook gives some advantages in the teaching and learning process. However, the advantages of using workbook are not only for the teachers,
but also for the students. Then, Dhari and Haryono 1988 mention at least four advantages of using workbook for the students. They are; 1 to develop the
students’ skill as the basic knowledge, 2 to improve the students’ activity in the following process of teaching and learning, 3 to help the students in order to
gain the point of the lesson materials which are taught by the teachers, 4 to help adding information about the concept of the lesson materials through systematic
learning system. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20 The uniqueness of workbook is at the number of exercises itself.
Sometimes, workbook gives so many exercises rather than explanation. However in order to gain the goal of study, the teacher should know the best workbook for
the students. Therefore, in the teaching and learning process the teacher should not only focus on the workbook but also pay attention to the way of teaching and
the way of delivering the lesson materials itself.
4. Studying with the workbook
Workbook contains many exercises and it plays important role for the students to practice their English skill. In learning language, students need a lot of
practices because when they have a lot of practices; it will make them more familiar with the language they are learning. This fact also happens in learning
English. By doing some exercises provided in the workbook, it is supposed that the students will be more understand in using English. Lado 1964:4 claims as
follows, The students must be engaged in practice most of the learning
time. This principle has a psychological justification, since other thing being equal, the quantity and permanence of learning are in
direct proportion to the amount of practice p.4. From the statement above, it gives clear explanation that by doing practice
more it can give possible way to make the students get involved in learning English. Praninskas 1976 also adds, one of English textbook writers, says that
the book that provides some exercises for helping the students ’ response in
learning something. Therefore, the exercises themselves give opportunity for PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21 students to practice constructing kinds of sentence which has been taught by the
teacher in the process of teaching and learning in the class. However, there is one thing that should be to pay attention to the teacher. If they want to use workbook
as supplementary book besides textbook, they must be careful in choosing the most suitable workbook for the students. It means that the teachers must consider
the content and curriculum of workbook. It is concluded that workbook has important effects in the teaching and
learning process, especially in language teaching, including English teaching. Workbook is definitely needed because of its importance. The use of workbook
gives some impacts toward teaching and learning process. One of them is workbook as a supplementary book will help them to remind about what has been
taught by the teacher from the textbook. Therefore, it will be easy for the students to understand the lesson materials through workbook.
B. Theoretical Framework
In Indonesia, the changing from the previous curriculum to the new one has influenced some aspects in learning and teaching, such as the approach,
method, and techniques implemented during the teaching and learning process. In response to the new curriculum, the publishers normally design a series of
organized, graded, and systematic instructional materials which represent the new approach. These standardized instructional materials are called textbooks.
Textbooks are considered to be the major component in the curriculum. However, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22 in this case the researcher will not discuss about textbook but the researcher will
focus on workbook, especially English workbook. In this research, the researcher used an English workbook entitled Canggih
Bahasa Inggris for Grade 7 of Junior High School Students. The researcher will analyze the workbook whether the workbook is appropriate with school
curriculum or not. The researcher uses theory about Research design: Qualitative, quantitative and mixed methods approaches from Cresswell 2003. Theory from
Cresswell is used to understand about qualitative method. However, the researcher wants to get deep understanding about content analysis and it will be supported
with the theory from Leedy and Ormrod 2001. In order to analyze the data, the researcher will compare the workbook
with the school curriculum. The theory from Cresswell 1994 Research design: Qualitative and quantitative approaches, Cresswell 2002 Educational research:
Planning, conducting, and evaluating quantitative and qualitative research, and Miles and Huberman 1994 Qualitative Data Analysis help the researcher in
finding the data. Therefore, it should be seen the correlation between the exercises from the workbook with the curriculum and syllabus. The researcher will compare
the exercises with the topics, competency standard SK and basic competency KD within the workbook itself. Besides, by using table of rubric the researcher
analyzes the quality of workbook from the general appearance until the content of workbook.
23
CHAPTER III METHODOLOGY
This chapter discusses the appropriate research methodology used in conducting this research. It is divided into several sub chapters. They are the
research method, the research subjects, the research instruments, the research setting, the data gathering technique, the data analysis technique, and the research
procedure.
A. Research Method
A qualitative content analysis was a research method for subjective interpretation of the content of the text data. It would be through systematic
classification process of coding and identifying themes or patterns Hsieh and Shannon, 2005. Therefore in this research, most of the data was in the form of
document or text. Based on the statement above that most of the data which had been
analyzed were taken from document, therefore it was appropriate if the researcher used content analysis in the research. Content analysis was also often referred to
as document analysis. It was one of the approaches under the descriptive research. What was meant by content analysis in this research was a process of analyzing a
Canggih Bahasa Inggris workbook for Grade 7 of Junior High School Students as supplementary book used by English teacher. The analysis was done to analyze
24 the quality of the book. It would be focused on the content of the workbook itself
because the workbook was appropriate with the school curriculum used. In other words, content analysis was a procedure that involves examining learning
materials to establish their value Tomlinson, 2003, p. 146 Leedy and Ormrod 2001 define content analysis
as “a detailed and systematic examination of the contents of a particular body of materials for the
purpose of identifying patterns, themes, or biases” p. 155. Content analysis reviewed forms of human communication including books, newspapers, and films
as well as other forms in order to identify patterns, themes, or biases. The method was designed to identify specific characteristics from the content in the human
communications. The researcher was exploring verbal, visual, behavioral patterns, themes, or biases.
The procedural process for the content analysis study was designed to achieve the highest objective analysis possible and identify the body of material to
be studied and defining the characteristics or qualities to be examined Leedy Ormrod, 2001. The collection of data was a two-step process. First, the
researcher had to analyze the materials and put them in a frequency table as each characteristic or quality was mentioned. Second, the researcher had to conduct a
statistical analysis so that the results are reported in a quantitative format. The research report had five sections: the description of the materials studied, the
characteristics and qualities studied, a description of the methodology, the statistical analysis showing the frequency table, and drawing conclusions about
25 the patterns, themes, or biases found in the human communications and data
collection. This research was also called as a descriptive research. According to Ary,
Jacobs, and Razavieh 2007:447 the goal of descriptive research was to show the condition happened in the certain situation which meant there would no
manipulation added. In the descriptive research, there were six types of method such as correlational research, causal comparative research, case study,
ethnography, document analysis, and analytical method. Based on the types of descriptive research, this study belonged to document analysis or content analysis.
It was caused the researcher analyzed some documents in this study. Therefore in the educational research, Ary et al. 2002:443 has listed some purposes of
document analysis. They were; 1 to identify bias prejudice, or propaganda in the textbooks, 2 to analyze types of e
rrors in the students’ writing, 3 to describe prevailing practice, 4 to discover the level of difficulty of materials in textbooks
or other publications, 5 to discover the relative importance of, or interest in, certain topics. Thus, from those theories above showed that this study desired to
discover whether the exercises of the English workbook analyzed appropriate with the school curriculum used or not.
B. Research Subjects
Workbooks were widely published. There were so many workbooks available in bookstores in Indonesia. Therefore, only one textbook were chosen as
the document being analyzed. The workbook was Canggih Bahasa Inggris for PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
